tle
more than plant the seeds of culture; in the family must the young
plants be watered, nourished and trained. Then will the growth be
symmetrical and beautiful.

When the school and the home work together, when parents and teacher are
in hearty sympathy, the great work is easily accomplished. But this
harmony in interest is difficult to secure. In the first place it is not
possible frequently for parents and teachers to become acquainted;
usually is it impossible for them to know one another intimately. Here
there are two forces, each ignorant of the other, but both trying for a
common end. Again, parents in many, many instances are not acquainted
with the schools nor with the methods of instruction which are followed
therein. What is done by one may be undone by the other. If there could
be a common ground of meeting, much labor would be saved and greater
harmony of effort established.

When fathers and mothers are willing to take time enough from their
other duties to show that sympathetic interest in juvenile tasks which
is the greatest stimulus to intelligent effort, when they wish to know
what work each child is doing and where in each text book his lessons
are, when the multiplication table and the story of Cinderella are of as
much importance as the price of meat or the profit on a yard of silk,
then will the parents and the teachers come together in whatever field
appears mutually acceptable.

Everybody reads, and reading is now the greatest single influence upon
humanity. The day of the orator has passed, the day of print has long
been upon us. No adult remains long uninfluenced by what he reads
persistently, and every child receives more impressions from his reading
than from all other sources put together.

Someone has shown forcibly by a graphic diagram the ideas we are most
anxious to establish. In this diagram of _Forces in Education_, the
circle represents the sum total of all those influences which tend to
make the mind and character of the growing child. That half of the
circle to the right of the heavy line represents the forces of the
school; the half to the left, the forces that come into play outside the
teacher's domain. In school are the various studies taught; reading,
writing, language, nature, geography, history, arithmetic. Other things
such as morals, manners, hygiene, etc., come in for their share of force
in the division "Miscellaneous." Out of school the child's work
influences him